How to measure liquid accurately using a graduated measuring cylinder Primary 3 Mathematics Third Term Lesson Notes Week 8

Lesson Plan Presentation:

Lesson Plan: Measuring Liquid Using a Graduated Measuring Cylinder

Grade Level: Primary 3

Subject: Mathematics

Learning Objectives:

1. Understand the concept of measuring liquid using a graduated measuring cylinder.
2. Identify the markings on a measuring cylinder and their corresponding units.
3. Use a measuring cylinder to measure the volume of liquid accurately.
4. Recognize the importance of precise measurements in various fields.

Embedded Core Skills:

1. Measurement and estimation.
2. Reading and interpreting scales and markings.
3. Critical thinking and problem-solving.
4. Collaboration and communication.

Learning Materials:

1. Graduated measuring cylinders (preferably with markings up to 200 litres).
2. Various containers of liquids (e.g., water, juice).
3. Worksheets or handouts with measurement-related questions.
4. Chart paper and markers.
5. Assessment rubric or checklist

Previous Lesson

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Online Resources

1. Science Buddies (www.sciencebuddies.org)
   • Provides educational resources and experiments related to measuring liquid volume.
2. TeachEngineering (www.teachengineering.org)
   • Offers lesson plans and activities for teaching measurements, including liquid volume.
3. Khan Academy (www.khanacademy.org)
   • Provides online video lessons and tutorials on measuring liquid volume and using graduated cylinders.
4. Education.com (www.education.com)
   • Offers worksheets and interactive activities on measuring liquid volume with graduated cylinders.
5. BBC Bitesize (www.bbc.co.uk/bitesize)
   • Provides educational content and quizzes on measuring liquid volume using measuring cylinders
6. Weight Measurement Made Easy Primary 3 Mathematics Third Term Lesson Notes Week 6

Content

Lesson 1

Counting and Writing Numerals up 960

Good morning, class! Today, we are going to learn about the identification and ordering of numbers from 941 to 960. Are you all ready? Great!

Let’s start by identifying the numbers from 941 to 960. We’ll go through each number one by one, so please pay close attention.

First, we have 941. This number is made up of three digits: 9, 4, and 1. The digit 9 is in the hundreds place, the digit 4 is in the tens place, and the digit 1 is in the ones place.

Next, we have 942. Can you tell me which digit changes? That’s right, it’s the digit in the ones place. The hundreds place and tens place remain the same.

Moving on, we have 943. Again, only the digit in the ones place changes. Keep this pattern in mind as we continue.

Let’s continue with the rest of the numbers: 944, 945, 946, 947, 948, 949, 950, 951, 952, 953, 954, 955, 956, 957, 958, 959, and finally, 960.

Now that we have identified all the numbers, we can move on to ordering them from smallest to largest. This means arranging the numbers in increasing order.

To start, we compare the hundreds place of each number. In our case, all the numbers have a 9 in the hundreds place, so we move on to the tens place.

Looking at the tens place, we find that all the numbers have a 4 in that position, except for 950 and 951. Among these two, 950 comes before 951 because 950 has a smaller digit in the ones place.

Now, let’s focus on the ones place. We compare the numbers in this position to determine the final order. After comparing, we find that the numbers from 941 to 960 should be arranged in the following order:

941, 942, 943, 944, 945, 946, 947, 948, 949, 950, 951, 952, 953, 954, 955, 956, 957, 958, 959, 960.

Congratulations, everyone! You have successfully identified and ordered the numbers from 941 to 960. Well done!

If you have any questions or need further clarification, please don’t hesitate to ask.

 

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Evaluation

 

1. The number that comes after 941 is ______.

(a) 942

(b) 940

(c) 943

 

2. The number that comes before 953 is ______.

(a) 952

(b) 954

(c) 951

 

3. In the number 950, the digit in the tens place is ______.

(a) 4

(b) 9

(c) 0

 

4. The number 956 is _____ than 950.

(a) smaller

(b) larger

(c) equal to

 

5. The number that comes between 948 and 951 is ______.

(a) 949

(b) 950

(c) 952

 

6. In the number 959, the digit in the ones place is ______.

(a) 5

(b) 9

(c) 1

 

7. The number 958 is ______ than 962.

(a) smaller

(b) larger

(c) equal to

 

8. The number that comes before 960 is ______.

(a) 959

(b) 961

(c) 958

 

9. The number that comes after 944 is ______.

(a) 942

(b) 946

(c) 948

 

10. The number that comes between 954 and 956 is ______.

(a) 953

(b) 955

(c) 957

 

Take your time to think about each question, and when you’re ready, you can provide your answers.

 

 

Lesson 2

Reverse counting and skip counting

Good morning, class! Today, we are going to learn about reverse counting and skip counting in different intervals. We will focus on counting in 3s, 5s, 6s, 7s, 9s, and 10s, starting from the numbers 941 to 960. Are you all ready? Great!

 

Let’s begin with reverse counting. Reverse counting means counting backward from a given number. In this case, we will start from 960 and count backward to 941. Listen carefully as I demonstrate:

 

960, 959, 958, 957, 956, 955, 954, 953, 952, 951, 950, 949, 948, 947, 946, 945, 944, 943, 942, 941.

 

Well done! You have successfully reverse counted from 960 to 941.

 

Now let’s move on to skip counting. Skip counting is when we count by a certain number, skipping the numbers in between. We will focus on skip counting in intervals of 3s, 5s, 6s, 7s, 9s, and 10s. Pay close attention as I guide you through each interval:

 

Counting in 3s:

941, 944, 947, 950, 953, 956, 959.

 

Counting in 5s:

941, 946, 951, 956.

 

Counting in 6s:

942, 948, 954, 960.

 

Counting in 7s:

945, 952, 959.

 

Counting in 9s:

945, 954.

 

Counting in 10s:

950, 960.

 

Great job, everyone! You have successfully skip counted in intervals of 3s, 5s, 6s, 7s, 9s, and 10s starting from the numbers 941 to 960.

 

Remember, practicing reverse counting and skip counting helps us become more familiar with numbers and strengthens our number sense. Keep practicing at home, and you’ll become even better at it.

 

If you have any questions or need further clarification, please don’t hesitate to ask.

 

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Evaluation

 

1. Reverse count from 960 to 941: ______, 959, 958, ______, 956, ______, 954, ______, 952, 951, ______, 949, ______, 947, 946, ______, 944, 943, ______, 941.

(a) 957, 955, 953, 950, 948

(b) 958, 957, 955, 952, 950

(c) 957, 956, 954, 951, 949

 

2. Skip count in 3s from 941 to 959: 941, ______, 947, ______, 953, ______, 959.

(a) 944, 950, 956

(b) 943, 950, 957

(c) 942, 949, 956

 

3. Skip count in 5s from 941 to 956: 941, 946, 951, ______, 956.

(a) 952

(b) 953

(c) 954

 

4. Skip count in 6s from 942 to 960: 942, ______, ______, 954, ______, 960.

(a) 948, 954, 958

(b) 948, 954, 960

(c) 946, 952, 958

 

5. Skip count in 7s from 945 to 959: 945, ______, 952, ______, 959.

(a) 946, 953, 957

(b) 947, 954, 958

(c) 947, 953, 959

 

6. Skip count in 9s from 945 to 954: 945, ______, ______, 954.

(a) 948, 951

(b) 947, 952

(c) 946, 953

 

7. Skip count in 10s from 950 to 960: 950, ______, ______, ______.

(a) 960, 970, 980

(b) 960, 965, 970

(c) 959, 969, 979

 

8. Reverse count from 960 to 941, skipping every 5th number: ______, 958, 957, ______, 955, 954, ______, 952, ______, 950, ______, 948, ______, 946, 945, ______, 943, ______, 941.

(a) 959, 953, 951, 949, 947

(b) 959, 953, 952, 950, 947

(c) 958, 954, 951, 949, 946

 

9. Skip count in 3s from 944 to 953: 944, ______, 947, ______, 950, ______, 953.

(a) 946, 949, 952

(b) 945, 948, 951

(c) 945, 949, 953

 

10. Skip count in 7s from 948 to 959: 948, ______, ______, ______, ______, ______, ______, ______, ______, ______. (a) 955, 952, 949, 956, 953, 950, 957, 954, 951 (b) 955, 952, 949, 956, 953, 950, 957, 954, 952 (c) 955, 952, 949, 956, 953, 950, 957, 954, 953

Introduction of litres as units of measuring liquid

Good morning, class! Today, we are going to learn about measuring liquids using the unit called “litre.” Are you all ready? Great!

 

Imagine you have a bottle of water or any other liquid in front of you. Have you ever wondered how we can measure the amount of liquid in that bottle? That’s where the unit of measurement called “litre” comes in.

 

A litre is a unit used to measure the volume or the amount of liquid in a container. It helps us understand how much liquid is inside a bottle, jug, or any other container.

 

In simple terms, a litre is a way of telling us how much liquid a container can hold. It is represented by the symbol “L” or “l”. When we measure liquids, we often use litres because it is a commonly used unit.

 

Now, let’s understand how we can visualize a litre. Imagine a milk carton or a juice box. You may have seen those containers in the grocery store. Typically, those cartons or boxes hold one litre of liquid. So, when we say we have one litre of milk or juice, it means we have the same amount of liquid as one of those cartons or boxes can hold.

 

We can also have larger or smaller quantities of liquid. For example, if we have half of a milk carton or juice box filled with liquid, we would say we have 500 millilitres (ml) or half a litre. Millilitres are smaller units used to measure smaller amounts of liquid.

 

In summary, a litre is a unit of measurement used to measure the volume or amount of liquid in a container. It helps us understand how much liquid a container can hold. We often use litres to measure larger quantities of liquid, while millilitres are used for smaller amounts.

 

I hope this explanation helps you understand the concept of a litre as a unit of measuring liquid. If you have any questions or need further clarification, please don’t hesitate to ask.

EVALUATION

1. A litre is a unit used to measure the ______ of a liquid.

(a) length

(b) weight

(c) volume

 

2. The symbol “L” or “l” represents ______.

(a) kilogram

(b) litre

(c) centimeter

 

3. A litre is used to measure ______ quantities of liquid.

(a) smaller

(b) larger

(c) equal

 

4. A milk carton typically holds ______ litre(s) of liquid.

(a) half

(b) one

(c) two

 

5. If we have 750 millilitres of water, we have ______ litre(s).

(a) 0.75

(b) 1.5

(c) 7.5

 

6. A litre is a unit of measuring liquid, while ______ is used for measuring smaller amounts.

(a) grams

(b) litres

(c) millilitres

 

7. If a juice bottle contains 2.5 litres of juice, how many millilitres is that?

(a) 250

(b) 1000

(c) 2500

 

8. The litre is commonly used for measuring liquids in ______.

(a) distance

(b) temperature

(c) capacity

 

9. If we have three 500ml bottles of water, the total amount of water is ______ litre(s).

(a) 0.3

(b) 0.5

(c) 1.5

 

10. A litre is a unit of measuring liquid. True or False?

(a) True

(b) False

 

Take your time to think about each question, and when you’re ready, you can provide your answers.

 

Measuring liquid eg graduated measuring cylinder up to any stated number like 200 litres

Good day , class! Today, we are going to learn about measuring liquid using a graduated measuring cylinder. Have you ever seen a measuring cylinder before? It’s a tool that helps us measure the volume or amount of liquid very accurately. Are you all ready? Great!

 

A graduated measuring cylinder is a tall, cylindrical container that has measurement markings on the side. These markings allow us to measure the volume of liquid in millilitres (ml) or litres (L).

 

Let’s imagine we have a graduated measuring cylinder that can measure up to 200 litres of liquid. That’s a lot of liquid, isn’t it? The cylinder has markings along its length, and each marking represents a certain volume of liquid.

 

For example, the first marking might represent 10 litres, the second marking might represent 20 litres, and so on, until we reach the maximum capacity of 200 litres. The markings in between represent smaller increments, such as 5 litres or even 1 litre, depending on the size of the cylinder.

 

When we want to measure a specific amount of liquid, we carefully pour the liquid into the measuring cylinder until it reaches a certain level. Then, we read the measurement from the markings on the side of the cylinder.

 

For instance, if we pour liquid up to the marking that represents 50 litres, we can say that we have 50 litres of liquid in the cylinder. If we pour more liquid and it reaches the marking that represents 75 litres, then we have 75 litres of liquid.

 

It’s important to read the measurement carefully, making sure to align our eyes with the liquid level and the markings on the cylinder. This ensures that our measurement is accurate.

 

Measuring liquid using a graduated measuring cylinder is an essential skill in various fields, such as science, cooking, and many other areas where precise measurements are needed.

 

Evaluation

1. A graduated measuring cylinder helps us measure the ______ of liquid.
(a) weight
(b) volume
(c) length

2. The markings on a graduated measuring cylinder represent different ______ of liquid.
(a) weights
(b) volumes
(c) lengths

3. If a measuring cylinder has a maximum capacity of 200 litres, the highest marking will represent ______ litres.
(a) 100
(b) 200
(c) 300

4. The markings on the measuring cylinder help us measure the volume of liquid in ______.
(a) grams
(b) litres
(c) meters

5. If the liquid reaches the marking that represents 50 litres, we have ______ litres of liquid.
(a) 40
(b) 50
(c) 60

6. The graduated measuring cylinder is commonly used in ______.
(a) cooking
(b) drawing
(c) dancing

7. The markings on the measuring cylinder allow us to make ______ measurements.
(a) accurate
(b) rough
(c) random

8. The measuring cylinder can measure up to ______ litres of liquid.
(a) 100
(b) 200
(c) 300

9. The volume of liquid is read by aligning our eyes with the ______ on the measuring cylinder.
(a) markings
(b) lid
(c) base

10. The graduated measuring cylinder is an important tool for measuring liquid in various fields, such as ______.
(a) mathematics
(b) science
(c) music

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Presentation:

Introduction (5 minutes):

1. Greet the students and recap their prior knowledge of measuring liquids.
2. Introduce the topic of measuring liquid using a graduated measuring cylinder.
3. State the learning objectives for the lesson.

Teacher’s Activities:

1. Explain the concept of a graduated measuring cylinder, its purpose, and the importance of accurate measurements. (5 minutes)
2. Demonstrate how to read the markings on a measuring cylinder, emphasizing the units of measurement (litres and millilitres). (10 minutes)
3. Show examples of different measuring cylinders and discuss their maximum capacities. Focus on a measuring cylinder with markings up to 200 litres. (5 minutes)
4. Discuss the procedure for measuring liquid using a graduated measuring cylinder, including pouring the liquid carefully and reading the measurement at eye level. (5 minutes)

Learners’ Activities:

1. Pay attention to the teacher’s explanations and demonstrations.
2. Ask questions to seek clarification, if needed.

Teacher’s Activities:

1. Divide the class into small groups.
2. Provide each group with a graduated measuring cylinder and containers of liquid.
3. Instruct the students to practice measuring different amounts of liquid using the measuring cylinder. (15 minutes)
4. Circulate among the groups, offering guidance, monitoring their progress, and addressing any difficulties.

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Assessment:

1. Assign worksheets or handouts with measurement-related questions for individual or group work. (10 minutes)
2. Observe the students’ understanding and application of measurement concepts during the practical activity.
3. Use an assessment rubric or checklist to evaluate their accuracy in measuring liquid and reading the markings on the cylinder.

Evaluation Questions:

1. What is the purpose of a graduated measuring cylinder?
2. Which units of measurement are typically used on a measuring cylinder?
3. How can you ensure accurate measurements when using a measuring cylinder?
4. What are the markings on a measuring cylinder used for?
5. How can you determine the volume of liquid in a measuring cylinder?
6. What is the maximum capacity of the measuring cylinder used in today’s lesson?
7. Explain the procedure for measuring liquid using a graduated measuring cylinder.
8. Why is it important to align your eyes with the markings when reading the measurement?
9. Give an example of a situation where precise measurements of liquid are necessary.
10. What is the difference between a litre and a millilitre?

Conclusion:

1. Recap the key points discussed during the lesson.
2. Reinforce the importance of accurate measurements in various fields.
3. Summarize the steps for measuring liquid using a graduated measuring cylinder.
4. Encourage students to practice measuring liquids at home to further develop their skills.

Homework (Optional):

1. Assign a few measurement-related questions or activities for students to complete at home.
2. Encourage students to explore other measuring tools they may find at home and understand their purpose.

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Note: Adapt the lesson plan as needed based on the specific time available and the needs of the students.

Extension Activities (Optional):

1. Invite students to bring in containers of different sizes and shapes from home. Have them estimate and measure the volume of liquid these containers can hold using the measuring cylinder.
2. Conduct a group activity where students work together to measure and compare the volumes of different liquids using the measuring cylinder. They can record their findings on a chart paper and present their results to the class.
3. Introduce the concept of converting between litres and millilitres. Provide examples and practice exercises where students convert measurements from one unit to another.
4. Explore real-life applications of measuring liquids, such as in recipes, science experiments, or everyday activities. Discuss the importance of precise measurements in these contexts.

Assessment:

1. Review the completed worksheets or handouts to evaluate individual understanding and application of measurement concepts.
2. Monitor the students’ participation and engagement during the practical activity and group discussions.
3. Provide feedback on students’ measurement skills and their ability to read and interpret markings on the measuring cylinder.

Note: Assessment can also be conducted informally through observation, questioning, and class discussions.

Conclusion:

1. Summarize the main points of the lesson, emphasizing the importance of accurate measurements in various contexts.
2. Encourage students to practice measuring liquids using a graduated measuring cylinder to further develop their skills.
3. Address any remaining questions or concerns from the students.
4. Conclude the lesson by expressing confidence in their ability to measure liquid accurately using a measuring cylinder.

Remember, this lesson plan is a guide, and you can modify it to suit your teaching style and the needs of your students. Good luck with your lesson on measuring liquid using a graduated measuring cylinder

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